Spanish Level 1, Activity 13: Los Agentes de Viajes y Los Viajeros / Travel Agents and Travelers (Face-to-Face)

Created Dec. 4, 2023 by Amber Hoye, Madi Goertzen, Gabby Bates, Alexis Araiza, Abby Cain, Claire Werlin, Alejandra Garcia, Sue Juarez, Mardy Morales, Borja Aguilera, Camille Daw, Mimi Fahnstrom

Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

For the English Version of this activity,  CLICK HERE

About the Boise State World Languages Resource Center (WLRC) Language Activity Repository

The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
  • Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact pathwaysproject@boisestate.edu.

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials in Spanish, follow the instructions below:

  • Google Slideshows:
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    • Once finished with your changes, please complete the following steps to share:
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    • Who Has Access
    • Ensure link sharing is on and allow external access.
  • Materials Saved as PDF: Please email pathwaysproject@boisestate.edu and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 

3. Adapt for Another Language:

  • See the linked English Version at the top of the activity (English Version may not be available for all activities)

Los Agentes de Viaje y Los Viajeros, Spanish, Novice High

Description:

In this activity, students will talk about a vacation they would like to take and engage in conversation about traveling. Students will learn words relating to traveling and taking a vacation. They practice speaking to each other about planning a vacation. Students will also express personal opinions and thoughts about their vacation and hotel. 

Proficiency Level:

Novice High

Keywords:

Travel, Vacations, Planning a Trip 

NCSSFL-ACTFL World Readiness Standards:

  • Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 1.2 Students understand and interpret spoken and written Spanish on a variety of topics.
  • Standard 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
  • Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of Hispanic culture.
  • Standard 3.1: Students reinforce and further their knowledge of other disciplines through the Spanish language.

Idaho State World Language Standards:

  • COMM 1.1 - Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
  • COMM 2.1 - Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  • COMM 3.1 - Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
  • CLTR 1.1- Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
  • CLTR 1.2- Explain the relationship between cultural practices/behaviors and the perspectives that represent thetarget culture’s view of the world.

NCSSFL-ACTFL Can-Do Statements:

  • I can answer questions about what I like and dislike
  • I can ask questions related to vacations and hotels
  • I can ask about the travel preferences of my peers

Materials Needed:

Travel Agent Cards (One set for the whole group)

Traveler Cards (One set for the whole group)

Steps to Taking a Vacation Cards (One set for the whole group warm up activity)

Traveler Question Cards

End of Trip Survey Cards(One per student) 

Google Slideshow (Linked)

Would you like to make changes to the materials? Access the template(s) below:

- Travel Agent Cards (Canva Template, free account required)

- Traveler Cards (Canva Template, free account required)

- Steps to Taking a Vacation Cards (Canva Template, free account required)

- Traveler Question Cards (Canva Template, free account required)

- End of Trip Survey Cards (Canva Template, free account required)


Warm-up

1. Begin by introducing the Can-Dos for today’s activity, open the Google Slideshow, and distributing the Steps to Taking a Vacation Cards. The students will put the steps of going on a vacation in order

"Vamos a empezar con el proceso de ir de vacaciones. Aquí tengo los pasos de planear e ir de vacaciones. Ustedes van a ponerlos en orden en la mesa. Trabajen todos juntos para hacerlo."

2.   After, ask the students a few discussion questions:

"¿Te gusta viajar? ¿Con qué frecuencia viajas? 
¿Cómo te gusta viajar? Por ejemplo, ¿Prefieres viajar por avión, tren, barco, autobús o coche?
¿Qué tipo de actividades te gusta hacer cuando viajas? Por ejemplo, ¿Te gusta nadar, acampar, montar a caballo, pescar, etc.? 
¿En qué tipo de alojamiento te gusta quedarse? Por ejemplo, ¿Un hotel, un airbnb, un hostal, la casa de un pariente? 
¿Cuánto cuesta un buen hotel? ¿Cuánto cuesta un hotel barato?" 

Main Activity

1. Students will be acting as travel agents and vacationers, switching roles. Ask which one of the students wants to be the travel agent first Give all of the travel agent cards to the travel agents, and give each of the other students one traveler card. 

"Ustedes van a trabajar en parejas hoy. Uno de ustedes va a ser el agente de viajes, y el otro el viajero. (la persona que va a tomar un viaje) ¿Quién quiere ser el agente de viajes primero?"              

2.  One of the travelers will have to “plan a vacation” with the travel agent using the specifications of their traveler card. As the lab assistant, you should point to each item on a card as you explain: 

"El viajero tiene una tarjeta con mucha información. La tarjeta tiene cuantas personas tiene en su grupo, cuantas camas van a necesitar, el dinero que puede gastar y las cosas que le gustan hacer.  El agente de viajes va a usar la información para planear las vacaciones."

3. The travel agent will have to choose the best place (from the options on the travel agent cards) that fits the travelers needs. 

"El agente tiene tarjetas con muchas preguntas. Necesita preguntar estas preguntas al viajero. Después de preguntar las preguntas, tenemos muchas tarjetas con lugares posibles que puedes recomendar. Van a usar la información para recomendar el mejor lugar." 

Cuando tienes el lugar, vas compartir (share) la información con el viajero."

4. Once the travel agent offers a “plan” to the traveller, the traveller will become the travel agent, and they will “plan” another vacation. 

"Cuando terminen el plan para el viajero, ustedes van a cambiar los papeles."

5. Have the students fill out the end of trip survey cards. This cycle will continue until everyone has been a travel agent.  

"Ahora, ustedes van a hacer una encuesta (survey) sobre sus experiencias con los agentes de viajes. Aquí tengo las encuestas y marcadores."

Wrap-up

Ask students the following questions after the lab is finished. 

1. ¿Dónde vas a viajar? ¿Cuánto cuesta?

2. ¿Qué actividades vas a hacer en las vacaciones? 

3.  ¿Quieres visitar a este lugar en realidad? ¿Por qué sí o no?

End of lab:

• Read Can-Do statements once more and have students evaluate their confidence. 
(Use thumbs up/thumbs down or download our student cards.) 
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!


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